Percents
and Wholes Learning
Objective:
Students practice finding what percent one quantity is of
another.
Text:
Impact: pg. 261 - 264
Handbook: pg. 144 - 147
Key
Ideas:
- A percent
of the whole = the part
- Write
a fraction with the part as the numerator and the whole
as a denominator, divide to find an equivalent decimal and
change the decimal to percent.
- To
change the decimal to a percent, move the decimal point
2 places to the right and place a percent sign after the
number.
- To
change a percent to a decimal, move the decimal point 2
places to the left.
- To
change a percent to a fraction, remove the percent sign
and place a 100 as the denominator of the number.
Vocabulary:
Percent: A number expressed in relation to 100. Expressed
with %.
Materials:
Chart Paper, Markers, large 4x4 Grid on chart paper, Fractions,
Decimals and Percents Chart, 6x6 Grid with questions, percents,
decimals and fractions chart (one per student),
Do
Now:
Percent Handout
Mini-Lesson:
1. Use the 4x4 grid on chart paper. Consecutively number the
squares on the grid 5 - 21.
2. Ask
the students the following questions:
- How
many squares are on the grid? (16)
- Can
you identify all the numbers that are multiples of 5? (5,
10, 15, 20)
- How
many squares do they use? (4)
- How
do you write the number of squares that have multiples of
5, compared to the total number of squares, as a fraction?
(4 / 16)
3. Prepare
chart paper with four columns.
- Write
the question on the first column of the chart.
- Write
the fraction in the fraction (second) column. Should we
leave the fraction as is or reduce it? (Reduce it to ¼)
- How
do we convert that to a decimal? (Divide the numerator by
the denominator OR multiply the fraction by 25 to get a
denominator of 100). What does it equal as a decimal? (.25)
Write the decimal in the decimal column.
- How
do we change the decimal to a percent? (Move decimal 2 places
to the right). What do we get as a percent? (25%) Write
that in the percent column. What percent of the squares
on the grid are multiples of 5 ? (25%)
4. Ask
the 2nd question: What % of the squares on the grid are factors
of 40? (3/16 = 18.75%)
5. Ask
the students to come up with a question based on the numbers
in the 4x4 grid. Make sure they phrase it as: "What % of the
squares on the grid are .?" Determine the answer to the question.
Present
a few more samples of questions to the students. Then give
instructions for the small group activity.
Small
Group Activity:
Students will work in groups of 2 and use a 6x6 grid. They
will number their squares in consecutive numbers. They may
begin at any number they choose. They will then create at
least 4 questions (as demonstrated in the mini-lesson), and
write them in the questions column. They will then exchange
their paper with their partner and try to respond to their
partner's questions.
Summary:
How do we find the percent of a number? (By changing the percent
to a decimal and then multiplying it with the number).
Journal
Prompt:
Lyle had a math test today. He had to answer 30 multiple-choice
questions. He thinks he got at least 24 problems correct.
What percent of the problems did he get correct?
Homework:
Have the students give an example as related to
real life, in connection with today's activity.
Standards:
- Understands
the equivalence of whole numbers and percents.
- Understands
the equivalence of decimals and percents.
- Understands
the advantages and disadvantages of different number representations.
Students:
I find that students understand math more quickly when they
are involved in the mini-lesson. This leads to a productive
independent activity and holds them responsible for their
own learning.
Overall
Value:
Students come up with creative and fun questions. They also
enjoy listening to and finding answers to their partners'
questions. |
Created
by:
Anju S. Thalla
Location: MS 267
Grade: 6th Grade
Subject: Math
Anju S. Thalla teaches
math to sixth graders at M S 267. She is a first year teacher.
If you have any questions regarding
this activity, please contact Anju S. Thalla at: mrsthalla@gmail.com
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